Communication from the Commission - Promoting Apprenticeship Training in Europe
Date: 1997-06-18
Institutions: European Commission
Subjects: apprenticeship, job creation, vocational education, vocational training, young worker

COMMISSION OF THE EUROPEAN COMMUNITIES 

Brussels,  18.06.1997 
COM(97) 300 final 

COMMUNICATION FROM THE COMMISSION 

Promoting Apprenticeship Training in Europe 

1. Apprenticeship training launches working lives 

Diversity  and  variety  of  apprenticeship  schemes  in  Europe 

flexibility, 

Apprenticeship  schemes  in  Europe  are  many  and  varied,  differing  in  terms  of  target 
recognition  of 
level,  actors 
groups,  organisation, 
qualifications.  Levels  of participation  also vary  widely,  reflecting,  among  other  things, 
differences  in  the  status  and  importance  of  apprenticeship  training  within  Member 
States'  initial  education  and  training  systems.  For  example,  in  Germany,  Denmark  and 
Austria,  apprenticeship 
the  number  of 
participants  being  3 to  6%  compared  to  total  workforce.  This  is  about  20  times  more 
than  in  countries  like  Belgium,  Greece  or  Portugal  with  participation  rates  of  0,2  to 
0,3%. 

is  of  considerable 

importance, 

involved, 

training 

and 

Common  characteristics  of  apprenticeship 

Apprenticeship  training  is one form  of  initial  vocational  training  which  aims to  provide 
young  people  with  skills  that  can  ease  the  transition  into  working  life.  As  it  combines 
theoretical  education  with  practical  work  experience,  it  provides  a  valuable  alternative 
leads  to  a 
to  the  more  academic  studies.  Of  course,  a  major  benefit  is  that  it 
recognised  qualification. 

Apprenticeship  training  - a key to improving employment prospects of young  people 

At  its  meeting  in  Florence  on  June  21-22  1996,  the  European  Council  asked  the 
Commission  to  undertake  a  study  on  'the  role  of  apprenticeship  in  enhancing  job 
creation."  This  request  highlighted  the  commitment  of  the  Heads  of  State  and 
Government  to  fight,  through  education  and  training,  youth  unemployment,  notably 
young  people  under  the  age of 25,  which  is currently  close to  20%. 

The  study1  shows that  greater  promotion  of apprenticeship  responds  to  this  concern.  It 
enhances  job  prospects  to  the  extent  that  unemployment  among  young  people  who 
have  successfully  finished  apprenticeship  training tends to be below  average. 

This  research  presents  a  large  number  of  successful  school-to-work  transitions.  For 
instance,  in  the  Irish  apprenticeship  system  placement  rates  of  95  to  even  100%  are 
reported.  In  Austria,  unemployed  former  apprentices  have the  lowest  average  duration 
of  unemployment  compared  to  other  young  unemployed.  While  the  average  period  is 
about  60  days  for  former  apprentices,  this  number  rises  to  80  to  100  days  for  those 
having  completed  other  types  of education  The importance  of  work  experience  within 
a  company  is also  confirmed  in  the  case  of  the  new  German  Lander  Immediately  after 
completion  of  training  three-quarters  of  the  apprentices  who  were  trained  within  a 
company  were  employed,  19%  unemployed.  When  the  training  took  place  outside  a 
company,  only  27%  had  a job  and  nearly  70% were  unemployed.  15 months  later  50% 

1 The Role of Apprenticeship  in Enhancing  Employability  and Job Creation: The significance  of 
apprenticeship training for the labour market - Netherlands Economic Institute for the  European 
Commission,  April  1997. 

had  found  employment  and  23% were  unemployed,  whereas for  the  first  group  with  in-
company  training  the  numbers  were  7 1%  versus  8%. 

The  European  contribution  to  reforms 

Improvements  in  apprenticeship  training  have  often  been  made  possible  by  financial 
support  from  the  European  Community  in  the  framework  of  the  European  Social 
Fund.  More  than  20%  of  the  Fund's  47  billion  ECU  for  the  period  1994  -  1999  is 
devoted  to  the young  unemployed  and  their  integration  into the  labour  market.  Key  EC 
programmes  are  Youthstart  and  Leonardo  da  Vinci,  in  which  pilot  projects  and 
transnational  placements  are  helping  to  improve  quality  The  aim  of  such  actions  is to 
promote  the  exchange  of best  practices  throughout  Europe  and  disseminate  innovative 
and  high  quality  tools. 

The  way  forward 

is  designed 

to  highlight 

the  characteristics  of  good  quality 
This  document 
apprenticeship  training  which  help  to  make  young  people  more  employable.  Drawn 
from  a  variety  of  initiatives  in  the  Member  States,  the  examples  of  best  practice 
provided  attempt  to  demonstrate  how  apprenticeship  training  can  be  more  attractive 
and  better  adapted  to  changes  in industrial  patterns  and  activities. 

Finally,  the  Commission  proposes  five  keys  to  more  effective  apprenticeship  training  in 
order  to  develop,  respecting  the  principle  of  subsidiarity,  further  quality  apprenticeship 
training  in  Europe  and  guidelines  for  action 
to  be  taken  both  at  national  and 
Community  level  It  is,  however,  important  to  bear  in  mind  that  the  large  variations 
between  apprenticeship  training  systems  reflect  the  different  institutional  structures  as 
well  as  the  social  and  economic  situations  in  the  Member  States.  Thus,  the  application 
of  the  guidelines  for  action  set  out  further  below  would  clearly  need  to  be  adapted  to 
the  particular  national  context. 

2. 

Dynamic reforms with similar objectives 

In  many  Member  States,  it  is  subject  to  important  reforms  aimed  at  raising  the  quality 
and  attractiveness  of  schemes,  and  at  adapting  them to  industrial  change  and  the  needs 
of  the  labour  market.  Analyses  of  these  reforms,  illustrated  by  specific  examples, 
suggest  that  Member  States  are trying  to: 

•  Narrow  the gap  between  schools  and  the  workplace 

in  Sweden: 
Apprenticeship  training  as  such  docs  not  exist,  but  since  1992  workplace  training 
corresponding  to  at  least  15%  of  total  teaching  time  is  included  in  all  vocational 
programmes  in  upper  secondary  education.  Advisory  bodies,  involving  schools  and 
local  trade  unions  and  industry,  play  an  important  role  in  the  provision  of  training, 
purchase  of equipment,  and  preparation  of  supervisors. 

In Finland: 
The  relative  position  of  apprenticeship  vis-à-vis  other  forms  of  education  and  training 
has been  improved  by legislation that  came into force  in  1993.  It is flexible,  suiting the 
needs  of  enterprises  and  the individuals,  leads to  the  same  vocational  qualifications  as 
training  at  an  educational  institution  and  offers  opportunities  for  further  vocational 
training.  From  a mere 4,000  apprentices  in the  1970s, numbers rose to  over  18,000 in 
1996  and  apprenticeship  is  expected  to  count  for  16%  of  all  participants  in  basic 
education and re-education by the year 2000. 

•  Get closer to market needs 

In Spain: 
Since  1988,  decentralisation  has  brought  about  greater  flexibility  and  more 
responsiveness  to  sectoral  and  local  industrial  needs.  Training  in  work  centres  is 
integrated  into  full-time  vocational  education  by  means  of  compulsory  three-month 
training modules.  Placements are agreed by local companies, trade unions and schools. 

In Luxembourg: 
The  social  partners  work  together  in  professional  chambers.  Those  responsible  for  a 
particular  sector  decide with the Ministry  of Employment  which  trades  or  occupations 
should  include  apprenticeships,  they  draw  up  practical,  on-the-job  training,  help  to 
prepare  vocational  theory  courses,  determine  the  form  of  the  final  apprenticeship 
examination and, together with the Ministry, award the final certificates. 

In  Portugal: 
Since the creation of the tripartite Institute of Employment and Vocational Training and 
its regional centres, the social partners have been playing an increasingly  important  role 
in  vocational  training.  They  are  involved  in  the  coordination  and  management  of 
certification,  promotion  of training activities and organisation  of training programmes. 

•  Promote job  flexibility  and mobility 

In Germany: 
The  need  for  qualifications  rather  than  mere  skills  was  recognised  as early  as the  late 
1970s. Since then more emphasis has been put on transferable  competencies  such as the 
capacity  to  plan,  handle  methodologies,  think  in  terms  of  systems,  and  develop  social 
communication  skills, a sense of responsibility  and a critical  mind  Given the high level 
of occupational  mobility  in Germany,  these changes have brought  added  flexibility  to 
the labour market. 

In Denmark: 
Since  1992,  Danish  legislation  allows  young  people  in  initial  vocational  training  to 
spend  periods  of work  placement  abroad  as an integral  part  of their  course.  Funds  are 
made available through  the  Employers'  Reimbursement  System to  finance  the  trainee's 
extra costs during his/her transnational experience. 

•  Fight social exclusion 

In Italy: 
Training-employment  contracts  have  been  developed  and  given  statutory  backing  to 
encourage  employers  to  train  young  people  aged  between  15 and  29  (32  for  women) 
with  a  particular  emphasis  on  those  in  situation  of  exclusion.  Contracts  may  be 
renewed,  usually  after  24  months.  More  than  half  a  million  young  people  are  now 
covered by such contracts. 

•  Raise the educational level of apprentice diplomas 

In France: 
A  1987  reform  has  led  to  the  extension  of  courses  leading  to  higher-level  diplomas, 
including  that  of  qualified  engineer.  This  has  helped  to  expand  the  range  of  host 
companies  and  to  generate  interest  in  this  kind  of  contract  in  new  sectors.  In  1992 
around  25,000  apprentices were involved  in apprenticeship  courses  leading to  a higher 
level.  By  1995 the number had grown to nearly 60,000. 

In the  Netherlands: 
Three  levels  of  certificates  can  now  be  attained  in  the  Dutch  apprenticeship  scheme 
Those  who follow  the traditional first-level course  have access to  the  second  and  third 
levels.  This  is  a  necessary  response  to  changing  skill  requirements,  which  are  now 
significantly  higher than they used to be in some sectors.  In recent years, about 40% of 
the participants have followed  a course at secondary or tertiary level 

•  Give apprentices access to higher education 

In the United Kingdom: 
It  is a policy  objective  shared  by the  social  partners,  to  encourage  progression,  where 
appropriate,  from  Modern  Apprenticeships  to  Higher  Education.  Profiles  of  Modern 
Apprentices  are being  recognised  by  Universities  and  Colleges  Admission  Services  as 
potentially eligible for university entry. 

In Austria: 
A  legislative  proposal  for  the  Herufsreifeprufung, an  entry  examination  to  university, 
has already been agreed by the social partners and the government.  It is also the subject 
of a Leonardo da Vinci Community-funded  project. 

3. 

Five keys to more effective apprenticeship training 

Kev  I:  Exnand  and  Develop  New  Forms  of  Ahnrenticeshio 

Training 

Objective,  to  expand  and  develop  new  forms  of  apprenticeship  training  by  increasing 
the  number  of 
technologies,  and 
developing  training  in growth  sectors  and  for  emerging  occupations. 

training  places,  using  new  distance 

learning 

there  are  obvious  exceptions,  apprenticeship 

is  generally 
Although 
overrepresented  in  sectors  with  relatively  poor  growth  prospects  such  as  construction, 
car-repair  and  hairdressing  It  is not  very  evident  in the  service  sector,  and  where  it  can 
be found  it is too  often  in  areas with  the lowest  growth  rates.  There  are  also  indications 
that  apprentices  are  scarce  in  sectors  with  high  rates  of  innovation,  such  as  the  whole 
of the  information  services  sector. 

training 

The  distribution  of  training  over  a  wide  spectrum  of  economic  sectors  also  relates  to 
SMEs,  whose  role  in job  creation  is  extremely  important  and  whose  participation  in 
apprenticeship  training  is vital  for  its  future  existence.  In  Germany,  for  example,  more 
than  half of  the  trainees  are  in businesses  with  fewer  than  50  employees.  The  extent  to 
which  businesses  offer  training  places  directly  relates  to  the  economic  cycle.  During 
periods  of  recession  the  cost  to  enterprises  of  training  apprentices  and  the  question  of 
funding  them  becomes  crucial.  In  this  context,  it  is  important  to  capitalize  on  the 
technologies.  The  use  of  telematics  may 
potential  offered  by  new 
contribute  to  the  cost-efficiency  of  apprenticeship  training,  by  providing  theoretical 
knowledge  through  the use  of distance teaching  and  Internet  and  thus  reducing  physical 
attendance  at  school. 

information 

Status  within  the  overall  educational  system  is  crucial  for 
the  attractiveness  of 
apprenticeship  training.  Young  people  are  encouraged  to  participate  when  they  are 
persuaded  that  apprenticeship  can genuinely  improve their  career  prospects.  This  means 
it  should  offer  higher  qualifications,  lead  to  higher  educational  levels  and  enjoy  equal 
status  within  education  and  training  systems. 

Action  proposals: 

•  Member  States  should  continue  efforts  to  create  financial  incentives  for  businesses 
to  supply  additional  training  places.  In  this  context,  SMEs  and  their  important  role 
in apprenticeship  training  should  be taken  into  consideration. 

•  Besides 

financial 

the 
incentives,  Member  States  should  seek 
commitment  of  businesses  to  participate  in  apprenticeship  training  by  providing  a 
more  flexible  legal  framework  as  well  as  an  expansion  of  qualifications  towards 
higher  levels  of education  and  a focus  on  emerging  occupations. 

improve 

to 

•  The  possibilities  provided  by  multimedia  tools  to  apprentices  should  be  further 

investigated  in order  to  get  the best  use  of their  potential. 

•  A  qualitative  survey  throughout  Europe  will  be  undertaken  by  the  Commission 
with  a  focus  on  the  role  of  enterprises  in  apprenticeship  training  The  survey  will 
identify  best  practice  and  important  innovation  measures  as  well  as  the  factors  that 
can  help  improve  commitment  to  supply training  places. 

Key  2:  Raise 

the  Quality 

offymnin 

Objective:  improve  the  quality  of  apprenticeship  training  in  terms  of  pedagogy, 
contents  and  organisation  so  as  to  strike  a  balance  between  theory  and  work-place 
training,  and  between  the needs  of enterprises  and  of the  individual. 

Greater  complexity  of  work  systems  requires  workers  to  communicate,  work  in  teams, 
react  flexibly  and  solve  problems  on  their  own  initiative.  By  its  very  nature  (combining 
theory  and  work  experience),  apprenticeship  training  has  considerable  potential  for 
equipping  individuals to  meet  these  needs. 

Practical  experience  of  real-life  situations  adds  meaning  and  relevance  to  the  learning 
environment  which,  in  turn,  increases  motivation  and  learning  efficiency.  Combined 
attendance  at  school  and  enterprise  is  not,  however,  sufficient  unless  training  content 
interaction  between 
has  been 
enterprises  and  the  educational  systems  and,  crucially,  well-qualified  trainers  (tutors)  in 
the  workplace. 

integrated  This  requires  close  co-operation  and 

Although  a  rapid  transition  from  training  to  working  life  is  important,  apprenticeship 
schemes  should  also  recognise  that  the  individual  remains  employable  in  the  long-term 
if  skills  are  transferable  and  regularly  updated.  In  order  to  achieve  this,  schemes  must 
provide the  key competences  that  are  essential  foundations  for  lifelong  learning. 

Action  proposals: 

•  Member  States  should  adapt  curricula  so  as  to  narrow  the  gap  between  initial  and 
continuing  training.  Important  ingredients  would  include  courses  which  widen 
general  knowledge  and  supply  social  and  other  skills  common  to  a  wide  range  of 
occupations.  These  would  be the basis for  lifelong  learning  and  enhanced  long-term 
employment  prospects. 

•  The  Commission  will  contribute  by  putting  more  emphasis  in  the  Leonardo  da 
Vinci  programme  on  fostering  qualitative  improvements  in  apprenticeship  training 
by  means  of the  exchange  of trainers/tutors  and  other  relevant  actors  in  enterprises 
and  educational  institutions 

SèvJ:  IMgmtWeMeftwbfà^ 

Objective:  Add  a  European  dimension  to  apprenticeship  training  by  facilitating 
in  other 
mobility  of  apprentices  and  recognition  of  training  periods  undertaken 
Member  States. 

The  status  of  apprentices  differs  widely;  in  some  countries  it  is  based  on  a  training 
contract:  similar  to  a  work  contract,  in  others  where  schemes  are  more  school-based, 

the  apprentice  is  considered  to  be  a  student.  These  variations  hamper  cross-border 
mobility  and  recognition  of  training  undertaken  in  another  Member  State.  This  is 
particularly  important  as  a  versatile  workforce  is  needed  to  take  full  advantage  of  the 
growing  opportunities  provided  by the  Single  Market  and  the global  economy. 

Action  proposals: 

• 

Promoting  apprenticeship  training  with  a  European  dimension.  The  Commission  is 
currently  working  on  a proposal  to  develop  a common  legal  framework  to  promote 
apprenticeship  training  in  Europe. 

•  When  revising  the  Leonardo  da  Vinci  action  programme,  the  Commission  will 
place  special  emphasis  on  a  mobility  scheme  for  apprentices  along  the  lines  of 
Socrates/Erasmus. 

•  The  Commission  and 

support  and  promote 
the  Member  States  should 
opportunities  for  mobility  through  a  system  for  gathering,  co-ordinating  and 
supplying  information  on  possibilities  for  transnational  placements,  in  particular 
within  the  EURES-system. 

Key  4:  Involve  the  social  partners. 

Objective,  to  involve  social  partners  as widely  as possible in enhancing  and  developing 
apprenticeship  training. 

The  social  partners  play  a  crucial  role  in  ensuring  that  apprenticeship  successfully 
competes  in  the  labour  market  through  recognition  of  its  qualifications,  adaptation  of 
curricula  to  new  developments,  and  the  provision  of  training  places  in  any  type  of 
businesses. 

In  some  countries,  the  social  partners  are  involved  in  the  making  of  legislation,  policy 
making  and  administration,  developing  training  content,  monitoring  and  certification. 
Their  involvement  appears  to  be  vital  for  conferring  the  necessary  status,  and  therefore 
attractiveness,  on  apprenticeship  training,  as  well  as  helping  to  make  systems  more 
responsive to  new  developments. 

Action  proposals: 

•  The  Commission  and  Member  States  should  set  up  networks  of  pilot  projects  for 
fostering  apprenticeship  training  in  growing  and  innovative  sectors  and  give  the 
social  partners  a responsible  role  in their  operation 

• 

Strengthen  discussions  on  apprenticeship  training  within  the  Social  Dialogue, 
placing  particular  emphasis  on  training  in  newly  emerging  sectors  and  securing  a 
sufficient  supply  of  training  places.  This subject  will  be  addressed  for  the  first  time 
on  the  occasion  of  the  discussion  on  'access  to  skills" which  the  Commission  will 
launch  next  autumn 

5.  Towards reaf strategies for  anprentioeshwtmining 

Objective:  to facilitate  the exchange of best  practice  and  provide  everyone  concerned 
(decision-makers,  policy-makers,  social  partners,  schools  and  training  providers,  and 
enterprises)  with  indicators  which  allow  them  to  monitor  the  development  of 
apprenticeship training  in Europe and develop real strategies. 

Member  States'  efforts  to  reform  training  schemes  are  a  mark  of  determination  and 
dynamism.  But  differences  between  schemes  and  terminologies  should  not  be  allowed 
to hamper the search for common approaches to common problems. 

Action proposals: 

•  The  Commission,  with  the  contribution  of  the  Member  States,  could  draw  up 
regular  reports  on  apprenticeship  training  in the  Member  States,  using  a  common 
definition,  consistent  classification,  and key data to  assure the comparability  of the 
different  schemes. 

The  Commission,  in  partnership  with  the  Member  States,  could  establish  a 
benchmarking  system  for  apprenticeship  training,  notably  in  the  context  of  the 
benchmarking on youth  which is in progress in the Employment  and Labour  Market 
Committee.  With  the  help  of  this  data,  debate  between  all  involved  will  be 
stimulated  and help to find new promotion and development  strategies 

ISSN 0254-1475 

COM(97) 300 final 

DOCUMENTS 

EN 

05  16  04 

Catalogue  number  :  CB-CO-97-323-EN-C 

ISBN  92-78-21806-5 

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